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The Mathematics Department is one of the largest departments in the school. Our examination results are excellent and mathematics is one of the most popular courses studied at A-level. Feedback from students of all ages highlights the quality of teaching and their enjoyment of the subject.

Curriculum Intent:

The mathematics curriculum is designed so that it is ambitious for all learners. Knowledge, skills and concepts are clearly outlined in an age-appropriate and progressive way which draw upon meaningful real-life examples, extending student’s understanding year upon year.

Our aim is that all students in year 11 or 13 will leave with the knowledge of understanding and enjoying the mathematics they learn, equipping them with the skills of calculation, reasoning and problem solving, so they can be confident in developing and using these skills that are essential in industry and higher education.

Curriculum Implementation:

The aims are to ensure challenging and engaging learning, full curriculum coverage, skills development and examination preparation. Age related expectations combine the acquisition of knowledge and development of skills to create a purposeful and exciting learning journey for every student.

Curriculum Impact:

The impact of our curriculum is that by the end of each Milestone, the vast majority of students have sustained mastery of the content, and some students have a greater depth of understanding. We track carefully to ensure students are on track to reach expectations of our curriculum throughout and  put in place intervention where needed.

Key Stage 3

Our vision at Guru Nanak Sikh Academy is to provide all our students with exciting, relevant and challenging mathematics through exciting and engaging lessons.  We challenge students to become confident and independent mathematicians.  Students are encouraged to understand the underlying principles of the Mathematics they learn by making links and developing reasoning skills, problem solving skills and logical thinking.

The Mathematics department at GNSA follows a three year key stage 3 course.  We build on prior knowledge from key stage 1 and 2 in order to develop and sustain the foundational components without which future Mathematical Knowledge cannot be acquired.  In key stage 3 we follow a rigorous and carefully planned curriculum that allows students to learn Mathematical skills whilst enhancing their broader perspective on the world and development through real life examples.

Every student is given two assessed tasks per half-term which their class teacher marks and provides feedback on.  All students are also given logins for Hegartymaths accounts.  Hegartymaths includes an educational video with explanations and examples on the topic being taught.  There is also a quiz to complete containing topic specific questions.

Students are taught a range of topics from the core areas of number, algebra, ratio, proportion and rates of change, geometry and measure, probability and statistics.  Please see our Key Skills document for Years 7,8 and 9 for more information.

All our students are encouraged to consider further study of Mathematics through the GCSE Statistics course and entry into Mathematical options post-16, A-Level and Further Mathematics.  We also develop students’ interest in Mathematics in the wider world through linking mathematics with real life examples and including up to date career pathways for students.

Key Stage 4

GCSE Maths

At GCSE, students follow the Edexcel specification at higher or foundation tier according to their ability. The year group is arranged in sets of increasing ability with regular monitoring and standardised testing, to ensure students are on track and working towards the appropriate qualification.

All students study the same topics to a differing degree of complexity depending on their tier of entry and capability, widening their grasp of mathematics across all strands of the curriculum; number, algebra, geometry, ratio & proportion and statistics.

At Key Stage 4 the focus is on problem solving skills as well as understanding and applying more content, encouraging students to apply what they have learnt more independently.

In Year 10, students continue to develop their independent learning skills and also begin to develop exam technique by looking at past paper questions and mark schemes. 

In Year 11, students consolidate their understanding of previous topics, complete the GCSE syllabus and continue to develop their exam technique by answering past paper questions and marking using official mark schemes. 


We follow the Edexcel GCSE course. Students are entered for higher (grades 4-9) or foundation (grades 1-5) level at the end of the course.

There are three external exams, each 1 hour and 30 minutes long, taken at the end of year 11.

  • Paper 1 is a non-calculator paper worth one third of the total marks.

  • Paper 2 is a calculator paper worth one third of the total marks

  • Paper 3 is a calculator paper worth one third of the total marks

During Year 11, students will sit their official mocks in October and their Pre Public Examinations in February.  

All papers are marked with the use of teacher model answers and analysed by teachers in order to identify areas for development. 

Each student is provided with a diagnostic sheet after their October mocks, consisting of 10 topics they need to go and revise and complete past paper exam questions on, to help with their preparation for their forthcoming external exams.

Key Stage 5

A Level


AS and A Level Assessment

Regular feedback is given in class and in exercise books. Students are expected to respond to the feedback. They are also expected to check their answers independently and make any corrections, asking for help if required.

Students are assessed at the end of each topic and are given a grade so that they can see the progress they have made and what they will need to do next.